Chapter 1 Objective
Chapter 2 Rating Space Competencies
Chapter 3 Realcompetency certificates
Chapter 4 Rights and duties
Chapter 5 Quality assurance
Chapter 6 Entry into force
Publication of individual skills assessment (real-competence assessment) in higher adult education (VVU) and diploma training in the re-education system for adults
In accordance with section 15 b (b), 3 and 4, section 30 and section 32 no. 1, in the case of the basic education and training of higher education (training system) for adults, cf. Law Order no. 1051 of 29. August 2007 shall be :
§ 1. Individual powers of competence (real-purpose assessment) are intended to give recognition for the total knowledge, skills and competence of the applicant in relation to a higher adult education (VVU) or a diploma.
Paragraph 2. Assessment is made in relation to either access requirements or target descriptions for an education or part thereof.
Paragraph 3. Anerwell-known areas of competence may be used in training the further education system for adults or as documentation for skills for use in the labour market.
Rating Space Competencies
§ 2. Realculation of studies shall be carried out by educational establishments approved in order to provide the training or educational components for which the real powers of the mortgage are carried out in relation to.
Paragraph 2. The institution shall ensure that the skills recognised may be equated with the access requirements and objectives laid down for the training and training sectors to which the assessment is carried out.
Paragraph 3. Recognition of the area of competence shall be given by the training institution which has carried out the skills assessment, in the form of an access certificate, certificate of competence or certificate of training.
Paragraph 4. Recognition of real-order competence cannot be given if a decision on the basis of the same documentation has previously been taken by another institution in relation to the same training.
§ 3. Realculation shall be carried out at the request of the applicant, which shall indicate in a written application the training and the certificate which is the starting point for the assessment. It is the responsibility of the applicant to collect and provide relevant documentation for the skills that are required to be assessed.
Paragraph 2. The institution of the Education Foundation may refuse to set up a real-purpose assessment if it considers that the applicant ' s document does not, or limited to limited extent, correspond to the requirements or objectives of the training or the objectives of the training or the objectives of the training or training ; educational parts, which are the basis for the assessment.
§ 4. In the case of application for real-competence assessment, the applicant shall submit relevant documentation to the skills requested. The documentation may consist of evidence of past training, knowledge and skills, etc., obtained through business work, proof of employment, extraneation, participation in training and training activities, including public awareness ; education, and documentation of an employer or applicant ' s own description of relevant experience, from, for example, voluntary work and the like.
Paragraph 2. On the basis of the applicant ' s documentation, the training institution shall evaluate the training institution as to whether there is a basis for the implementation of a real-competence assessment, cf. Section 3, paragraph 3. 2.
§ 5. The institution may, on the basis of a provisional assessment of the dossier before us, and where the decision cannot immediately be taken on the basis of the material submitted, the real skills assessment as an individual sequence of events, which may be a a continuous flow of flows or a split process. The institution of the Education Foundation shall be organised by the applicant to determine how the assessment process is to be conducted.
Paragraph 2. The training institution shall use methods which allow the applicant to demonstrate and assess the skills that are relevant to access requirements, level requirements and target descriptions for it in the individual process that allow the applicant to demonstrate and assess the skills relevant to the requirements ; training or educational components undergoing the skills assessment. The assessment of the theoretical knowledge and practical skills of the individual may, inter alia, be used to assess the submitted written documentation, interviews, valuations, tests and tests, etc. The assessment is based on an estimate of the individual total knowledge, skills and competencies of each applicant.
§ 6. Realculation of competence shall be organized in accordance with section 5 (5). 1 may have at most one duration equal to one week. The institution of the Education institution shall communicate the results of the real powers assessment to the applicant within two weeks of the end of the assessment process.
Paragraph 2. In the field of real-purpose assessment, for inclusion in an education, cf. § 8 (3) 2, establishes the time limits for the submission of applications for the submission of applications. The deadlines will be published on the website of the educational institution.
§ 7. The institution of the Education Foundation shall give recognition to the applicant ' s real powers in the form of an access certificate, certificate of competence or training certificate. The certificate shall show which access requirements, training parts or training that are given recognition for.
§ 8. The training institution shall provide for the recognition of the applicant ' s real powers in the form of an access certificate where the institution or, where appropriate, the Qualification Board assesses that competences may be equated with the required access requirements for an education ; or for parts of an education.
Paragraph 2. An access certificate provides access to the training or part of training at all training establishments authorised to provide for training as long as the access requirements for the applicant ' s real powers are assessed ; in relation to, is applicable.
§ 9. The training institution shall provide for the recognition of the real powers of the applicant in the form of a certificate of competence if the institution or, where appropriate, the Qualification Board assesses that the competences correspond to elements of an education or parts of a person ; education.
Paragraph 2. A certificate of competence indicates which elements of an education, such as parts of a professional module, or the parts of an education, such as one or more technical modules, which are given recognition in accordance with the objectives / level of the profession.
§ 10. The institution of the Education Foundation shall give recognition to the applicant ' s real powers in the form of a training certificate, if the institution or, where appropriate, the Qualification Board assesses that the qualifications correspond to a whole education.
Paragraph 2. A training certificate indicates the training for which real skills are recognised.
§ 11. The education institution may recognise real competencies corresponding to the access requirement of at least two years relevant professional experience, cf. Section 15 (3) of the law. 3, regardless of when these skills have been achieved.
§ 12. A training certificate which is the result of an overall body of competence in which several institutions have been involved shall be issued by the institution in which the most recent evaluation has been carried out.
§ 13. Evidence is issued to and belongs to the one that has been given the real-competence assessment.
Rights and duties
§ 14. Persons whose competences are subject to a training institution and which are not registered in the institution shall not be subject to the rules applicable to students at the institution ' s institution.
§ 15. Deciding on the initiation of the application of the real powers assessment and on the recognition of real competence must be communicated in writing and the reasons for it. The decisions shall contain the instructions for the complaint.
Paragraph 2. The institution may, where it is estimated that the documentation could be used to obtain the recognition of real powers in relation to a related education, in the decision making the applicant aware of this possibility. Such a reference shall be indicative.
§ 16. The institution of the Education Foundation shall publish on its website methods and procedures for realpolitik assessment. However, the institution may derogate from the published guidelines where it is deemed necessary to apply individual procedures for the examination of an application.
§ 17. The institution of the Education Institute shall ensure that persons involved in the field of competence shall have the qualifications necessary in the course of training in relation to which the assessment of the competence is carried out.
§ 18. The education institution shall guide and inform the applicant before and under the individual competence assessment, cf. Act 22.
§ 19. The educational establishments shall carry out quality assurance and development of the methods used in the assessment of competence.
Paragraph 2. The educational establishments shall evaluate the results of the real-competence evaluations carried out and shall carry out the necessary follow-up to the evaluations.
Entry into force
20. The announcement shall enter into force on 16. January 2008.